Waihi East School Charter 2015 by Robbie McGougan

Charter 2015

2015 Charter Strategic and Annual Plans

CONTENTS INTRODUCTORY SECTION Charter Undertakings Mission Statement o Vision o Values Description of the School and Community Cultural Dimensions SCHOOL OPERATIONS GOVERNANCE AND MANAGEMENT SECTION Curriculum Personnel Finances Property Health & Safety STRATEGIC SECTION Strategic Goals o Curriculum o Strategic Plan, Self-Review (Cyclical Plan) & Reporting o Personnel o Property & Finance o Health & Safety o Legislation Strategic Self Review – 4 Year Overview Strategic Goal 1 – Innovative Practice Strategic Goal 2 – Treaty Partnerships Strategic Goal 3 – Reciprocal Relationships Strategic Goal 4 – Pasifika Strategic Goal 5 – Special Education ANNUAL SECTION Strategic Goal 1 – Innovative Practice Strategic Goal 2 – Treaty Partnerships Strategic Goal 3 – Reciprocal Relationships Strategic Goal 4 – Pasifika Strategic Goal 5 – Special Education NATIONAL STANDARDS Goal 1 – Mathematics Goal 2 – Reading Goal 3 – Writing Annual Plan 2014 Overview – Review Cycle APPENDIX

CHARTER UNDERTAKINGS 

This Charter is an undertaking by the Board of Trustees of Waihi East School to the Minister of Education.



In governing this school, the Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter with the resources and time available to it in accordance with section 64 of the 1989 Education Act.



The Board of Trustees of this school accepts the obligations to adhere to all relevant Acts of Parliament, national guidelines for education, Integration Agreement, industrial awards and agreements, and regulations as they relate to the school.

CONSULTATION The Waihi East School Board consults regularly with the Māori community and wider community. Processes for consultation include school newsletters, parent and board meetings, Whānau Roopu, parent teacher interviews, meet the teachers evenings, curriculum evenings and school questionnaires. Further to ERO’s recommendations the Waihi East BOT will be undertaking a 6-9 month process of consultation in 2015, and presenting a rigorous document to the Ministry in December 2015. RATIFICATION OF SCHOOL’S CHARTER The 2015 Waihi East School Charter is due for ratification on the 8 th December 2015 meeting of the School Board of Trustees. SCHOOL CHARTER AND ANNUAL REPORT A copy of the Waihi East School Charter will be sent to the Ministry of Education along with a copy of the relevant year’s Annual Report, by 18th December 2014.

SIGNED: Chairperson, Board of Trustees

SIGNED: Principal

December 2014

MISSION STATEMENT

Waihi East School – Te Kura Rawhiti O Waihi

Waihi East School provides a stimulating healthy environment where children acquire the skills and attributes to become successful citizens who contribute positively to our society. VISION STATEMENT Waihi East School is a learning community where everyone:  Is healthy, happy, safe, valued and has fun  Is creative, caring, and are critical thinkers  Strives for individual excellence and enjoys their own successes  Experiences meaningful learning contexts through reciprocal community partnerships  Benefits from consistent emphasis on literacy and numeracy  Embraces Hauora and environmental sustainability

The Board of Trustees, Principal and staff of Waihi East School work as a team to ensure the implementation of this vision.

DESCRIPTION OF THE SCHOOL AND COMMUNITY Our Community Waihi – “New Zealand’s Heart of Gold” is a fantastic town of 4500 people nestled in the picturesque south-eastern Coromandel. Waihi began life as a mining town and was New Zealand's premier gold mine during the first half of the 20th Century. The mine was re-opened in 1987 and Waihi is once again the site of New Zealand's most modern gold mine producing high volumes of gold and silver. The town is only 10km from the beautiful Waihi Beach and close to a wide variety of wonderful recreational and outdoor opportunities that make it a very attractive place to live. For more see www.waihi.org.nz School Community In 2007 Waihi East School celebrated 100 Years of teaching and learning. We are a proud, well established school that reflects the needs of our community. Students come from a variety of backgrounds and they enjoy the family atmosphere our school offers. We pride ourselves on our academic, sporting and creative arts programmes which continue to develop self-worth and achievement for students. Waihi East is a contributing school and at the end of Year 6 children transfer to Waihi College (Yr 7 Yr 13). The majority of New Entrant children who enroll have had Early Childhood learning experience. The close proximity of Waihi Kindergarten is used to the advantage of both institutions. Board of Trustees Our school is led by a pro-active and supportive Board of Trustees. They lead our school in its focus of student achievement. We are delighted to share their knowledge and strengths. They are active team members. Chairperson: Principal: Staff Rep:

Mrs Donna Walker Miss Emily Hargreaves Mrs Alex Heremaia

Parent Representatives: Mrs Julie Mouat Mr Seton Frew Mrs Tineke Douglas Mr Peter Tai Minutes Secretary: Mrs Lynette Steele

Cultural Dimensions Waihi East School Board of Trustees recognises New Zealand's cultural diversity and value the unique position of Māori in New Zealand society. The school acknowledges the traditions, history and values of Māori. Thirty five percent of Waihi East students identify as Māori. Our four working documents supporting raising Māori and Pasifka success are: Ka Hikatia 2013-2017, Tataiko, Tau Mai Te Reo, Treaty Of Waitangi, Pasifika Education Plan 2013-2017. Te Reo Māori is part of the classroom culture and Māori tikanga (customs) are integrated into curriculum areas. The school has an active kapa haka group and is also investing in other Tikanga activities for our tamariki at our kura. We are very fortunate to have kaiako who stand beside us as we Rise Above and Shine. Tikanga is now a deliberate act of teaching across the school with whānau working alongside teachers thereby continuing to build and strengthen our kaupapa culture. Our learning goals include children being able to pronounce Te Reo correctly, the ability to incorporate Te Reo into their daily lives and recognizing the importance of language and culture, with acknowledgement to the past and looking to our future. Matua Larn Wilkinson is working collaboratively with the learning community to develop cultural competencies in the school setting, and is a Kaiako to a variety of programs including Mau Rakau and Waka Ama within our kura. We are building on our previous involvement with the Hauraki Māori Trust Board, taking ownership of this new learning and translating this to our school wide culture. They are a source of knowledge for kaupapa Māori. Tatiako remains the base document at our school, and will be the focal point for 2016 Charter documents. Our Roopu created a waiata for our school embodying our tamariki contributions and ideas of who we are; this is now embedded in our practice. This song is performed at all school gatherings. Waihi East continues to support and work collaboiratively with RTLB in the initiative Kaihautu. Kaihautu is about growing leadership capabilities with our young men. We are fortunate to have a significant number of students graduate from this program. Positive relationships based upon the principle of ako (teaching and learning for and with Māori students comprising of two important aspects: culture counts and productive partnerships grounded in reciprocity) continue to support ākonga (learners) and whānau. Engagement and consultation with whānau of the school community is done through a variety of ways, including:



Regular Whānau Roopu hui



Informal dialogue



Formal and informal parent interviews



Newsletters, website and electronic messaging



Surveys / Questionnaires



Education Programs

Strategic Goals Goal

2015

2016

2017

Goal 1 Utilizing innovative practices, teaching staff will nurture a passion for learning in students with a strong emphasis in literacy and numeracy.

Key Competency Inquiry based learning is expected across all curriculum areas. Inquiry learning process as focus of PLD. Evidence-based planning across core curriculum areas based on rich themes and a holistic approach to teaching. Increased shared collaborative practice including viewing of this in our resident expert classes. Investigating opportunities for staff, in teams, to visit with other schools and come back to report to other staff members (criteria based on our inquiry). Continue SLC - a strong focus particularly in the junior school.

Embed inquiry learning practices across school. Evidence-based planning across core curriculum areas. Termly meetings to discuss how other schools operate, and view successful schools/teachers. Shared leadership and ownership of responsibilities within staff. Continue SLC.

Goal 2 Engage all students effectively, with a particular focus on Treaty of Waitangi partners.

Mitai Developments (Larn Wilkinson’s consultancy firm, to support the development of our Charter and all aspects of cultural competencies). PLD – Cultural competencies with emphasis on tangata whenuatanga (place based, social and cultural awareness and knowledge) and wananga (communication) throughout the year. Measure Māori student achievement, and identify trends when compared against non-Māori students. Kapa haka performances at competition level. Noho marae experience. Visit local and surrounding marae. Engage in cluster Matariki celebrations.

Sustain our current Cultural competencies being manaakitanga and ako, Whānau ngatanga wananga, and tangata whenuatanga. Continue to Measure Māori student achievement and identify trends when compared against nonMāori students. Kapa haka performances in community and festival settings. Noho marae experience. Visit local and surrounding marae. .

SLC a focus in the junior school. IEP’s continued (digital). Team East Whānau (Whānau roopu MAD initiatives rebranded).

SLC a focus in the junior school. IEPs continued (digital). Team East Whānau (Whānau roopu MAD initiatives rebranded).

Goal 3 Develop/maintain reciprocal partnerships with parents and whānau within

the Waihi East community.

Regular assembliesstudent led. School animal purchased and fed on student scraps throughout year, used as food for end of year celebrations (or like).

Regular assemblies-student led. School animal purchased and fed on student scraps throughout year, used as food for end of year celebrations (or like).

Goal 4 Supporting and engaging Pasifika students and families, with the intent of all Pasifika students reaching National Standards.

Invite Pasifika participation into our learning community and encourage participation in school activities. E.g. cultural awareness through bone carving, traditional activities, sport, art work, food, drumming and dance.

Form a Pasifika focus group with the intent on growing cultural awareness and sustainability through cultural activities i.e. dance/song/food.

Teaching/learning programmes will be modified to accelerate all studentsâ&#x20AC;&#x2122; needs.

To provide an inclusive environment where all children are welcome, and teaching and learning needs are met. To identify students requiring extra support in learning and/or behavioural. To transition new children into our school and provide adequate support for our children leaving for College.

Teaching/learning programmes will be modified to accelerate all studentsâ&#x20AC;&#x2122; needs. Goal 5 Supporting inclusion for students with special education needs.

To provide an inclusive environment where all children are welcome and teaching and learning needs are met. To identify students requiring extra support in learning and/or behavioural. To transition new children into our school and provide adequate support for our children leaving for College.

Annual Strategic Plan Goal 1: Utilizing innovative practices, teaching staff will nurture a passion for learning in students with a strong emphasis in literacy and numeracy. Strategic Aim

Specific Actions

Responsibility

Improved outcomes in achievement levels in numeracy and literacy.

Evidence-based planning across core curriculum areas.

Teachers

Improve use of library space as a ‘learning hub’.

Tchrs/DPs

Continue to refine student-led conferences (SLC) across the school. (Focus in the Junior School).

Tchrs

To monitor and accelerate progress of underachieving students through use of IEPs, in consultation with whānau.

Tchrs

Report on Progress and Achievement to BOT on National Standards and other curriculum areas.

Tchrs/DPs/ Principal

Investigate possible opportunities for an annual visit to chosen 21st century school in teams. Have a set criteria when viewing in a school, around our inquiry. Report to staff members about findings.

Principal/Tchrs DPs/Principal

Teacher Aides used effectively to accelerate underachievers.

Resources

Timeframe

Termly

Release as required Twice a year according to assessment schedule Once a year

Leadership team/Principal

Termly

Teacher appraisal system to be based on the inquiry model and Key Competencies. Student engagement

All students attending a minimum of 90% of the year. Monitoring of arrival times and departure times. Monitoring student voice via interviews in key National Standard areas. Whānau and class surveys. Student council established with the support of the Year 6 teacher.

Leadership team/Admin team

PLD

Numeracy internal experts offering PLD as required and data dictates.

Leadership team

TBA

Reading Together (MOE)

Leadership team

Aspiring Principals, PLD for leadership team.

NAPPs

Throughout year

OTJs, moderation, Progress and

Leadership team

Book entries and E-tap

On-going monitoring

Achievement reports and SL Conferences (internal). Accelerate Literacy Learning

Leadership team

Literacy/Numeracy leaders to run PLD once a term for whānau .

Funding through external means to be found

Mitai – Cultural competencies with Larn Wilkinson across the school Te Pumaomao catch-ups Analysis of Data

Trend-tracking system for lowest 25% per class.

Leadership team/Tchrs

Termly

Report on Progress and Achievement to BOT

Leadership Team

Termly

Consolidate our knowledge of E-asTTle in writing for whole school and the data analysis using Etap. Revise and maintain a ‘Standardised Assessment Page’ in eTap.

All staff Termly

Goal 2: Engage all students effectively, with a particular focus on Treaty of Waitangi partners. Strategic Aim Specific Actions PLD –

Focus on Ka Hikatia 2013-17, Tau Mai Te Reo 2013-2017 document. Mitai Developments (Larn Wilkinson’s consultancy firm to support the development of our Charter and all aspects of cultural competencies). PLD – Cultural competencies with emphasis on tangata whenuatanga (place based, social and cultutral awaresness and knowledge) and wananga (communication) throughout the year.

Responsibility

Resources

Leadership Team

Timeframe Full school year

Larn Wilkinson

Teacher Only Day – Mike Scadden Teacher Aide PLD – Judith Woodham (RTLit), Fiona Knyvett (RTLB).

Create/maintain a culturally inclusive environment.

Kapa Haka performances in local setting and beyond.

Leadership Team

Commission further artwork from Rick Fisher for areas around the school. (Apply for funding grants).

2015 To be approved by BOT as required

Visit local marae (noho). Continue partnerships with Team East Whānau support (MAD and Roopu rebranded) Measure Māori student achievement and identify trends when compared against nonMāori students.

Continue to track achievement of Māori students in literacy and numeracy.

Student engagement

All students attending a minimum of 90% of the year. Monitoring of arrival times and departure times. Monitoring student voice via interviews, in key National Standard areas. Whānau and class surveys. Student council established with the support of the Year 6 teacher.

Leadership Team

Release

Continue report to BOT on achievement of Māori students in relation to nonMāori students.

Termly Twice a year

Leadership team/Admin team

Book entries and E-tap

On-going monitoring

Goal 3: Develop/maintain reciprocal partnerships with parents and whānau within the Waihi East community. Strategic Aim

Specific Actions

Responsibility

Whānau will be engaged in supporting their children’s learning.

Parent information evenings (Curriculum based). Reading Together/Numeracy.

Lead teachers Numeracy and Literacy

Termly

IEP’s.

Tchrs

Termly

Student-led conferences (SLC).

Tchrs

Termly

Refine reporting practices.

SLCs across the school - continue to build on these across the curriculum

Leadership Team/Tchrs

Termly

Continue to refine methods of communicating/ engaging with whānau.

Regular assemblies.

Each class

Whānau roopu.

Tchrs Leadership Team/Tchrs

Termly Termly Weekly

Principal/Office Staff Tchrs

End of Year

IEP’s.

Resources

As required

Timeframe

Fortnightly

Electives. School Kai to be provided for various celebrations and special occasions. Newsletters. Communications with homes as appropriate and when required, e.g. phone, email, text etc. Sports and social events (annual Pumpkin competition).

Tchr in charge of sport/activity coordinator.

As necessary

Goal 4: Supporting and engaging Pasifika students and families. Strategic Aim

Specific Actions

Responsibility

Resources

Timeframe

Improved outcomes in achievement levels in numeracy and literacy for Pasifika.

Evidence-based planning across core curriculum areas.

Teachers

Release as required.

All year

Improve use of library space as a ‘learning hub’.

Tchrs/DPs

Continue to refine student-led conferences (SLC) across the school.

Tchrs

To monitor and accelerate progress of underachieving students through use of IEPs, in consultation with families.

Tchrs

Report on Progress and Achievement to BOT.

Tchrs/DPs/ Principal

Investigate an annual visit to chosen 21st century school in teams. Have a set criteria around our inquiry’s that we are viewing how they operate. Report to staff members about findings.

Leadership Team

Teacher Aides used effectively, monitoring class while teacher is accelerating under achievers.

Leadership team/Principal

Teacher appraisal system to be based on the inquiry model. Pasifika parents, families and communities support and champion their children’s learning and achievements.

Invite Pasifika participation in our learning community and encourage participation in school activities e.g. cultural awareness through bone carving, traditional activities, sport, food.

Leadership/Princ ipal

As required

Pasifika parents, families and communities are better informed, more knowledgeable and astute consumers of education services.

Staff awareness of cultural sensitivities when communicating with whānau to accommodate and engage them for the best outcome for children.

Leadership/Princ ipal

Pasifika Education Plan 20132017

2015

Measure Pasifika student

Continue to track achievement of Pasifika students in literacy and numeracy.

Leadership/Princ ipal

Release

Termly Twice a year

achievement, and identify trends when compared against nonPasifika students.

Continue report to BOT on achievement of Pasifika students in relation to nonPasifika students.

Goal 5: Supporting inclusion for students with special education needs. Strategic Aim

Specific Actions

Responsibility

Resources

Timeframe

To provide an inclusive environment where all children are welcome, and teaching and learning needs are met.

Staff will welcome all children and accept them for who they are, where they come from, and meet them with their next steps.

All staff Leadership Team

Significant budget allocation

All year

Utilizing all relevant outside agencies All

As required

All year

Programmes will be modified to be inclusive all student’s needs, interests and strengths as they arise. IEP’s as required Extension groups provided as required.

To identify students requiring extra support in learning and/or behavioural.

Programmes will be modified to be inclusive of all students’ needs.

To transition new children into our school, and provide adequate support for our children leaving for College.

Pre-school visits, kindergarten and ECE school visits, college visits, interviews and information evenings, buddy systems for new children.

All staff

Student engagement

Leadership team/Admin team

IEP’s as required. Extension groups provided as required.

Staff/Leadershi p Team All year

Book entries and E-tap

On-going monitoring

NAG 1 – CURRICULUM New Learning: Tau Mai Te Reo 2013-2017 Pasifika Education Plan 2013-2017 Accelerated Learning in Literacy (introducing across the school) Consolidation of: Tataiako- cultural competencies Kahikitia 2013-2017 OTJs SLC focus of the Junior school  Improved student learning in numeracy and literacy  Accelerated programmes for at-risk children  Continue Teaching as Inquiry process  All learning to take a thematic approach

NAG 2 – SCHOOL OPERATIONS  School wide achievement reports to BOT and community  Student-led conferences  Student led assemblies  EOTC opportunities throughout year  Review of Legal and Personnal policy

NAG 4 – PROPERTY AND FINANCE  Implement five year property plan  School grounds and gardens  Budget aligns to charter  Additional Teacher employed from BOT funds  Application for grants to enable artwork depicting Waihi East’s history, culture and current journey (Rick Fisher)

WAIHI EAST SCHOOL 2015 ANNUAL PLAN ‘Rise Above and Shine’

NAG 5 – HEALTH AND SAFETY  Emphasis on nutrition and exercise  Regular safety drills carried out – 1 drill every termly  Monthly inspections carried out

NAG 2a – NATIONAL STANDARDS  Reporting to parents in writing twice annually on progress and achievement NAG 3 – HUMAN RESOURCE MANAGEMENT  Professional Development in Accelerated Literacy Learning (ALL).  Appraisal supports teacher quality, on-going learning and focusing on teaching as inquiry  Mentoring of teaching practice by expert staff  Succient channels of communication, utilizing the Leadership teams knowledge, knowing they will seek further clarity from experts on our behalf.

GOVERNANCE AND MANAGEMENT  Training BOT  Reporting on the National Standards  Charter and review of strategic plan mid year  Enhance and celebrate strong relationships with Whānau  Principal to be appraised by Spencer Baty  Appraisal systems refined practice consolidated

NAG 6 – LEGISLATIVE REQUIREMENTS  Term dates available to community  Policies are kept up to date  All information available on website NAG 7 – ANNUAL CHARTER UPDATE  The school charter will be updated in readiness for Term 1 2015, based on data and involving needs of teaching and learning

NAG 8 – ANNUAL ANALYSIS OF VARIANCE  The analysis of variance will be updated at the close of 2014 and included in the Charter in readiness for Term 1 2015 COMMUNITY INVOLVEMENT / SCHOOL EVENTS  Team East Whānau Christmas party  Out of school trips  Year 5/6 camp  Swimming sports  Cross country  Sevens  Athletics  Agriculture day / group day  Various sports exchanges  Entertainment groups –including Kapahaka, choir and visiting groups  School picnic and social occasions, eg pumpkins  End-of-year prize giving  Senior and junior trips  School performance  Marae visit  Duffy books  Breakfast club  Fundraising (eg Pit Rim Fun Run, Gala)  Sports at Northern Zone, W.B.O.P. level and Hauraki Competitions

Four Year Cycle of Review Area of Review

2015

2016

2017

Charter

Collaborative and wide sweeping consultation of Chartermission/values/strategic aims.

Ensure alignment with NZC and National Standards are reflected in Annual Plans

Strategic Aim

Monitoring Strategic Aims at Board Meetings

Student progress and achievement including relation to National Standards

Progress and achievement targets in relation to National Standards with a particular focus priority learners and those students who are working below National Standards. Ensuring alignment with annual plan Monitoring.

Progress and achievement targets in relation to National Standards with a particular focus on priority learners and those students who are working below National Standards. Ensuring alignment with annual plan Monitoring.

Principal Appraisal

Continuation with Spencer.

New appraiser.

Continuation with 2016 appraiser.

Curriculum

Science (GOLD) Social Sciences (Matariki) Te Reo Literacy

Technology Science (GOLD) Social Sciences (Matariki) Te Reo

Policy

Legal Personnel

Numeracy Health including health Consultation with community. The Arts ICT Curriculum Finance and Property

Board Process

Relationships Succession Training

Elections Inductions

Relationships

Government Initiatives

Review of consultation with parents of Pasifika students

Reporting to parents on National Standards.

Developing consultation processes with whﾄ］au.

Developing consultation processes with whanau.

Budget

Health and Safety Self -Review

2015 Targets for Raising Student Achievement in Mathematics Strategic Aim:

To increase student achievement in Mathematics All students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National Standards

Strategic Objectives: Improve teacher effectiveness, pedagogy and practice using the inquiry model. To refine teachers’ abilities in making Overall Teacher Judgments. To determine next learning steps using data analysis to inform teacher planning. Address the needs of students at risk or cause for concern in relation to the National Standards for their year. Continue to increase the achievement in Mathematics for all students Curriculum Area: Numeracy

Key Competencies:   

Using language, symbols and texts Thinking Managing self

Annual Objectives and Aims:  

All students who are not achieving success in relation to the National Standard for Mathematics will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Mathematics.

2015 Annual targets  All underachieving students within the school who were below or well below National Standard in Mathematics at the end of 2014 will achieve at or above National Standard by the end of 2015. Focus areas using 2014 data/year groups:



After two years at school in 2014 (68% /15 children achieving at/above).



After three years at school in 2014 (77% /17 children achieving at/above).



End of Year 5 in 2014 (78% /18 children achieving at/above).

Baseline Data: Mathematics Data

2012

2013

2014

Whole School- at or above National Standards

65%

76%

82%

Māori- at or above National Standards

62%

73%

76%

Male- at or above National Standards

67%

74%

76%

Female- at or above National Standards

63%

78%

87%

Due to a small cohort and confidentiality, Pasifika students have not been included in this reporting.

Planned Actions for 2015

Timing

Leadership team, teaching staff and board of trustees will be looking for a continued positive shift in student achievement in maths.

Reporting twice a year to the BOT on progress and achievement.

Teachers will be planning collaboratively, analysing student achievement to inform next steps, peer supporting one another in their work and driving students’ learning.

Throughout the year. Reviewed at the end of each term.

Formation of OTJ’s using correct weighting of summative assessment, formative assessment and anecdotal evidence (modelling books, anecdotal notes, Gloss, JAM,e-Asttle).

Daily use of modelling books, anecdotal notes. Gloss, JAM, eAsttle) as required.

Specific and targeted teacher aide programmes in place across the school as required.

Teacher aide training term one 2015 with facilitator

Responsibility

Resourcing

Leadership team/All staff Deputy Principals

All staff

Leadership team

Funding of teacher aides to be a priority in the budget.

Support for teachers in numeracy curriculum knowledge, analysing assessment and using the maths curriculum resources as part of our teacher inquiry focus and individual needs for further PLD. IEPâ&#x20AC;&#x2122;s for all students who are underachieving in maths across the school based on formative and summative assessment throughout the year, and developed in consultation with parents.

Leadership team

Termly

Teacher release for staff.

All staff

The progress of the targeted underachieving students will be discussed at regular team meetings as well as lower 25%. These initiatives will be embedded within the school planning and reporting documents.

2015 Targets for Raising Student Achievement in Reading Strategic Aim

To increase student achievement in Reading All students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National Standards

Strategic Objectives: Improve teacher effectiveness, pedagogy and practice; using the inquiry model. To refine teachersâ&#x20AC;&#x2122; abilities in making Overall Teacher Judgments. To determine next learning steps using data analysis to inform teacher planning. Address the needs of students at risk or cause for concern in relation to the National Standards for their year. Continue to increase the achievement in Reading for all students.

Curriculum Aim: Comprehension

Key Competencies:    

Managing self Using language, symbols and text Thinking Participating and contributing

Annual Objectives and Aims:  

All students who are not achieving success in relation to the National Standard for Reading will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Reading.

2015 Targets:  All underachieving students within the school who were well below and below National Standards at the end of 2014 will achieve at or above the National Standard by the end of 2014.  Increase the number of students who are achieving at or above the National Standard for Reading across the school. Focus areas using 2014 data/year groups: 

After one year at school in 2014 51% /19 children achieving at/above National Standards.



After two years at school in 2014 56% /13 children achieving at/above National Standards.



After three years at school in 2014 56% /13 children achieving at/above National Standards

Baseline Data: Reading

2012

2013

2014

Whole School- at or above National Standards

73%

76%

Māori- at or above National Standards

65%

75%

72%

Male- at or above National Standards

62%

70%

73%

Female- at or above National Standards

83%

75%

79%

Due to a small cohort and confidentiality, Pasifika students have not been included in this reporting.

Planned Actions for 2015

Timing

Responsibility

Resourcing

Reading Together

Termly

Leadership team

Funding for relief teachers.

Specific and targeted teacher aide programmes in place across the school as required.

Yearly

Leadership team

Funding of teacher aides to be a priority in the budget.

Professional learning to be provided for new staff based on teaching and learning programmes and current assessment practices.

Termly

Classroom teachers

The progress of the targeted underachieving students and lower 25% will be discussed at regular team meetings.

Termly

Leadership Team

Termly

Leadership Team

Teachers will develop IEPâ&#x20AC;&#x2122;s for all students who are underachieving in reading across the school based upon summative and formative assessments throughout the year and developed in consultation with parents.

2015 Targets for Raising Student Achievement in Writing Strategic Aim:

 

All students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National Standards. To increase student achievement in Writing.

Curriculum Area: Writing

Key Competencies:   

Thinking Managing Self Using language symbols and text

Annual Objectives and Aims:  

All students who are not achieving success in relation to the National Standard for Writing will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Writing.

2015 Annual Targets:



All underachieving students within the school who were well below and below National Standards at the end of 2013 in Writing will achieve at or above the National Standard by the end of 2015.

Baseline Data: In 2014 Focus areas using 2014 data/year groups: 

After one year in 2014 (65% /13 children achieving at/above).



End of year four in 2014 (69% /11 children achieving at/above)

Writing

2012

2013

2014

Whole School- at or above National Standards

74%

75%

74%

Mãori- at or above National Standards

71%

74%

Male- at or above National Standards

63%

62%

63%

Female- at or above National Standards

84%

86%

83%

Due to a small cohort and confidentiality, Pasifika students have not been included in this reporting. Planned Actions for 2015

Timing

Responsibility

PLD for staff on e-asttle.

Termly

ICT Leader

Teacher will develop IEP’s for all students who are underachieving in writing across the school based upon end of year data and developed in consultation with parents.

Termly

Leadership team

Specific and targeted teacher aide programmes in place across the school as required.

Termly

Leadership team

Team leaders will lead regular meetings on the on going professional development in OTJ and the progress of the targeted underachieving students will be discussed at regular team meetings.

Termly

Leadership team

Resourcing:

Funding of teacher aides to be a priority in the budget.

2015 Cycle of Review Area of Review

February

Charter/Strategic Aims

Charter Review/vision statements 69 month process. Appoint Chairperson

Requirements

Student progress and achievement including relation to National Standards Budget

Principal Appraisal

March

April

May

June

July

August

Sept

Strategic Goal review of 2015 goals Accounts to auditor Roll return

Monitor

Agreement Signed

Nov

Strategic Goal review.

Charter â&#x20AC;&#x201C; AoV/Strategic Goals Review.

Roll return

Monitor

Mid Year Review

Progress report on National Standards to BOT (senior)/achievement (junior) Monitor

Analysis Variance report/Charter

Monitor

Mid Year progress report

Draft Budget 2015

Budget 2015 approved Appraisal Report

Curriculum

Waihi East Curriculum

Policy

Legal

Board Process

BOT training, Succession Training, Relationships, Elections, Induction

Government Initiatives

Oct

Personnel

National Standards

APPENDIX 1 SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION All documentation outlined continues to be reviewed. CURRICULUM Key school documents that inform the Waihi East School Charter relating to Curriculum include: - New Zealand Curriculum - School-based Curriculum Plans - Student Reports - Associated Policies - Waihi East School Strategic Plan - Teachers Planning / Assessment folders - Cumulative Record (being developed 2013) - Parent Information Booklet - Learning Assistance Register - Attendance Registers - Admission / Withdrawal Register - ERO Report PERSONNEL Key school documents that inform the Waihi East School Charter relating to Personnel includes: - Job Descriptions - Performance Agreements - Staff Appraisals - Staff Professional Development Programme - Personnel & Curriculum Policies - Waihi East School Strategic Plan - Teacherâ&#x20AC;&#x2122;s Collective Agreement FINANCES Key school documents that inform the Waihi East School Charter relating to Finances include: - Annual Budget - 10 year Property Plan - SUE Reports - Assets Register - Annual Reports - Auditors Reports - Associated Policies & Procedures - Waihi East School Strategic Plan PROPERTY Key school documents that inform the Waihi East School Charter relating to Property include: - 10 Year Property Plan - 5 Year Property Schedule - Maintenance Schedule - Property Occupancy Document - Insurance - Associated Policies - Waihi East School Strategic Plan HEALTH AND SAFETY Key school documents that inform the Waihi East School Charter relating to Health and Safety include: - Accident Register - Hazard Register - Swimming Pool Maintenance Booklet - Maintenance Schedule - Evacuations Procedures - Associated Policies - Waihi East School Strategic Plan